7.TEACHER COMPETENCIES & ROLE OF EDUCATIONAL TECHNOLOGY.pptx
1. TEACHER COMPETENCIES & ROLE OF
EDUCATIONAL TECHNOLOGY
UNIT :7 C.C:8626 B.ED.
PRESENTED BY
ABID HUSSAIN
TUTOR AIOU(D G KHAN CAMPUS)
2. LEARNING OUTCOMES
After study this unit the prospective teacher
will be able to:
define teacher’s competencies according to
National Professional Standards for initial
preparation of teachers in Pakistan.
demonstrate teaching skills based on
National Professional Standards for initial
preparation of teachers in Pakistan.
explain the process of Micro Teaching with
examples
review the role of technology in teacher
education programs.
3. TEACHER COMPETENCIES
INTRODUCTION
Teaching is the specialized application of knowledge, skills
and attributes designed to provide unique service to meet the
educational needs of the individual and of society.
You are commonly heard about the term of “competent
teacher”, which varies person to person.
Without good competent teachers even the best system of
education is found to fail while with good competent teachers
the defects of the system can largely be overcome (Singh,
2007).
Competency is a narrower, more atomistic concept used to
label particular abilities (McConnell, 2001).
Teacher education programs should prepare teachers to
develop contexts that will support the learning of all of their
students (Hammond & Branford, 2005).
In particular, the care with which teachers support and guide
all their pupils’ learning forms an integral part for supporting
pupils to succeed in learning (Nodding, 2005)
4. CONT.
COMPETENCIES OF TEACHER
Teachers more than ever have a vital role to play in helping
students realize their futures by providing them with instruction
that gives direction and allows them to hone their new cognitive
and technological skills (Daggett, 2012).
As facilitators of learning, teachers encourage varied student
centered learning experiences, guide students to the right
conclusions, help them answer complex questions, and redirect
their misconceptions.
Teachers should promote highly rigorous and relevant learning in
which students have opportunities to tackle challenging problems,
the kind they are likely to encounter in life.
Internationally, there is growing interest in assessing teacher
competence prompted by demand for quality assurance and for
greater recognition of the teaching profession (Verloop, 1999).
5. CONT.
Teachers’ Knowledge
Teachers should rethink about the content of a
particular discipline as it relates to the lives of their
students.
To be effective communicators, teachers need an
understanding of both children and subject matter.
The teachers should know the content they are to
tend as well as that of the disciplines from which
their instructional subject matter may be taken.
The first is necessary for teaching anything at all.
The second applies a depth of knowledge
essential to the teachers’ feelings of intellectual
security and their abilities to handle instructional
content with greater understanding
6. CONT.
Knowledge About Subject Matter
Prospective teachers should have a command on
contents of subject matter. They should well aware
about the framework of National Curriculum for their
particular subject matter.
They should understand the different learning theories
and process of acquiring knowledge.
They should possess knowledge about the historical
development of theoretical concepts and structure of
different domains such as cognitive domain, Affective
Domain and psycho motor Domain.
Furthermore, they should understand the evolving
nature of subject matter and teaching techniques for
the teaching of discipline.
They should have knowledge to explain the
relationship of subject matter to other disciplines
7. CONT.
Knowledge of Human Growth and
Development
Teachers should aware different learning
theories to understand how student construct
knowledge, acquire skills and develop habits
of mind. Students learning style is influenced
by individual experiences, talent and prior
learning, as well as language, culture, family,
and community values.
They should understand the diverse style of
learning and aware about motivational
8. CONT.
.They should have knowledge to identify the
individual differences of students and
developmental abilities of students, which may
include learning differences, cultural and socio-
emotional differences, special physical or
emotional challenges and gifted and talented
exceptionalities.
. They should know the processes and skills
that help students to develop knowledge, skills
and dispositions of reflective thinking and
enable students to solve problems in classroom
and out of the class.
9. CONT.
Knowledge of Islamic Ethical Value
A competent teacher knows the Islamic code of
conduct (beliefs, prayers and ethics) in light of
teachings of Quran and Sunnah such as; equality,
justice, brotherhood, balance, tolerance and peace.
It does not mean that the non-Muslim cannot become
a competent teacher but he should know the ethical
values of Islam as Pakistan being an Islamic state.
Teachers should have an understanding of those
values which are globally accepted and being
promoted.
They should understand the present need of national
and global peace, and the factors affecting peace and
resulting in decline of the values and ethics
10. CONT.
Knowledge of Instructional Planning and
Strategies
Competent teachers possess the knowledge of
aims, goals and objectives of education as well as
the understanding of curriculum for specific
subject and their importance in instructional
planning.
They are well aware about the principles of
acquisitions of reading, writing and arithmetic skills
at different stages of development.
They know about the availability of appropriate
resources and materials for instructional planning
including the use of instructional technology to
promote students' attention and thinking.
They plan instructional strategies based on
11. CONT.
Knowledge of Assessment
Assessment is a continuous part of formal learning
process to evaluate students’ learning outcomes and
competencies.
The purpose of the assessment process is to assess
the competencies of individuals to practice selected
functions effectively and efficiently (Marry, 2015).
It is based on learning objectives of the instructional
process, and learning objectives of the instructional
process are expectations of curriculum and
policymakers.
These are presented in written form to the teachers.
Teachers should plan their instructional strategies in
the light of these learning expectations.
These expectations should be shared with learners so
that they can be more motivated towards learning
12. CONT.
Knowledge of Learning Environment
Teachers know and understand the importance of
positive learning environment and classroom
management.
They are well aware about the learning theories
including the principles and strategies of effective
classroom management that promote positive
relationships, cooperation and purposeful learning
activities in the classroom.
Classroom environment influences learning process of
all students. Teachers play major roles in creating
positive and comfort learning environment.
They should have knowledge about the techniques to
support enhancing the students more participation and
commitment for active and lifelong learning
13. CONT.
Knowledge of Using the Information
Communication Technologies
Experiences with technology can pave the way for
unprecedented learning opportunities.
However, without an education component,
technology cannot reach its full potential for supporting
children’s learning and development.
In early childhood programs, the education component
often means adults being nearby, interacting with
children and providing opportunities for peer-to-peer
learning to encourage children to gain the skills they
need for succeeding in school (Glaubke 2007;
McCarrick & Li 2007; Penuel et al. 2009).
Competent teachers should have understanding of
operating and integrating technologies in classroom
and laboratory activities
14. CONT.
Knowledge About Importance of Collaboration
The basic concepts of collaboration in teaching
should be developed among today’s teachers.
Teaching is not occurred in a vacuum and
students cannot be isolated from their families.
Education is a social process and societal
pressures cannot be eliminated in teaching
learning process, anyhow it can be minimized
through involving all stakeholders of education in
this phenomenon.
Teachers should understand the importance of
collaboration and role of the school within the
community and how to utilize partnerships to
15. CONT.
Knowledge about Professional Code of Conduct
Teachers know and understand about the
demands of a professional code of conduct and
how educational research and other methods of
inquiry can be used as a means for continuous
learning, self-assessment and development.
They should have knowledge in depth to be
inventive and innovative about teaching practice.
They know to develop and maintain a personal
professional portfolio.
Teachers may improve their professional
capabilities, propose new ways of teaching, and
be able to share their expert knowledge with their
colleagues through effective communication.
16. CONT.
Knowledge About Intellectual Status of English
Teachers have knowledge about the intellectual
Status of English Language in Pakistan.
English is an international language and its
promotion is necessary to assess the knowledge
assets which are commonly expressed in this
language.
They understand the main focus and aims of
teaching English as a subject at the national level
as well as the objectives of using English as
medium of instruction in Pakistan.
They should know the Syntax and structure of
English Language, English Teaching methods and
steps of learning process, and Specific learning
difficulties i.e. Second Language Impairment (SLI).
17. TEACHERS’ DISPOSITIONS
Teaching dispositions are may be called as
ideas, beliefs and aptitude for teaching due to
which a competent teacher is committed to
engage all students in active learning process.
According to National Professional Standards
of teachers, the main teachers’ dispositions are
given below.
Delivering Subject Matter
The Diversity Nature of Human Growth &
Development
Islamic Ethical Value
Instructional Planning and Strategies
Instructional Planning and Strategies
18. CONT.
Applying all Types of Assessment
Inductive Learning Environment
Using the Information Communication
Technologies
Collaboration
19. TEACHING SKILLS
There are many skills that teachers need in order to
be successful and competent teacher in the 21st
century, the most important skills are: promote
effective leadership, quality of teaching, ability to
collaborate, critical thinking skills, oral presentation
skills, written communication skills, ability to use
technology, willingness to examine civic and global
issue and chance to learn about new career
opportunities (Peterson, 2007).
According to national professional standards for
teachers the basic teaching skills are given below.
Explaining the Subject Matter
Promoting Cognitive Development
Practicing Islamic Ethical Value
20. CONT.
Activity Based Instructional Planning and
Strategies
Assessment
Inducing Learning Environment
Using the Information Communication
Technologies
Effective Collaboration
Enhancing Professional Development
Teaching of English
21. MICRO TEACHING
The teaching of a small unit of content to the
small group of students (6-10 members) in a
small amount of time (20 –30 min).
Microteaching is a scaled down teaching
encounter in which a teacher teaches a small
unit to a group of five pupils for a small period
of 5 to 20 minutes (L.C. Singh,1997).
Microteaching is real although the
environment is constructed. It focuses on
training for the accomplishment of specific
tasks such as instructional skills, techniques
of teaching, mastery of curricular materials
and demonstrations of teaching methods.
23. ROLE OF TECHNOLOGY IN TEACHER
EDUCATION
Successful teachers believe that all their students are
capable of learning – gathering information,
understanding complex material, posing and solving
problems, critiquing and questioning conflicting
information, constructing alternative perspectives and
synthesizing, comparing and analyzing evidence
(Irvine, 1997).
Teacher education programs should prepare teachers
to develop contexts that will support the learning of all
of their students. In particular, the care with which
teachers support and guide all their pupils’ learning
forms an integral part for supporting pupils to succeed
in learning.
A learning environment that recognizes children’s
strengths and differences is regarded as being positive
because it allows children to share and experiences
diverse perspectives (Duffy & McDonald, 2005)
24. CONT.
Technology Integration in Teacher Education
Program
Certainly prospective teachers become skilled with
technology only when they are aware of its
function, have access to it, and practice using it.
Students today are no more or less capable of
learning to use available technologies than
students have been in the past.
In fact, students typically use technology primarily
for social pursuits (i.e., communication and
entertainment) but not necessarily for academic
learning (Peck, Cuban, & Kirkpatrick, 2003).
Similarly, prospective teachers are no doubt
capable to use technology for social
communication but less capable or willing to
25. CONT.
E-Learning
Mobile Learning
Use of Multimedia
Development of Educational Software
The Future of Technology in Teacher
Education
26. CONT.
The important role that technology plays in education
gives teachers the opportunity to design meaningful
learning experiences that embed technology. The
technology needs to be appropriate for teacher and
student usage, including tools to help teachers
implement and integrate it into the classroom and
curriculum. Educational technology is the study and
ethical practice of facilitating learning and improving
performance by creating, using and managing
appropriate technological processes and resources.
Different modes of communication may be used to
train the teachers encouraging Technology Usage
behavior in learning environment such as; E
Learning, M Learning, Social Networking, Use of
Multimedia and educational Software.
